Pedagogical relationship with Land through poetry and prose: Wénaxws (Respect) for Indigenous knowledges
Bibliographic record
Abstract
This work is a dance that sculpts language to illustrate pedagogical relationship between people and place/Land/Capilano University.The threads of the dance are woven throughout, with the sharing of the personal, through excerpts of poetry, to open up generative dialogical spaces.Freire's democratic and political culture circles, or discussion groups, are given attention as an alternative to passive or authoritarian forms of pedagogy.But it is Indigenous knowledges that take the forefront through an embodied pedagogy of Land and the wisdoms within it, as discussed by Styres, Haig-Brown and Blimkie (2013), and by Simpson (2014).Land in a pedagogy of Land includes all of our environment --water, earth and air --and brings a focus of Land as first teacher, and how this speaks to pedagogical relationship.There are storied reflections upon what it means to be a Eurocentric colonial settler embedded in Indigenous unceded territory, and entangled in the history of the Land of Capilano University and the surrounding area.Some intriguing connections are made between Indigenous wisdoms and the world of quantum physics, and are interesting to consider in advancing technoscientific times.Of importance is that any movement to Indigenize education holds wénaxws (respect) for the context and protocols of the Indigenous peoples and the knowledges shared.Integrating Indigenous knowledges with westernized views can be a time of decolonizing transition where the new comes to meet the old.A fluid spiritual pedagogy of Land is part of ancient wisdom of listening and responding to Land from the heart, and may be enacted through setting foot on the Land, as well as engaging in a multitude of artistic experiences, ceremonies and rituals that activate spiritual life forces.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.017 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".